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The purpose of this paper is to identify the evolution of the intellectual structure of international human resource management (IHRM) studies and to propose a theory of an invisible network of knowledge (INK).

Researchers can also use this methodology to explore the knowledge network of their own fields so as to gain a vantage position with respect to their field and conduct seminal research.

The results help to profile the INK production in IHRM and provide important insights with implications for current and future research directions of IHRM studies for management scholars and practitioners.

This study examines the status of contemporary IHRM research over the last decade. This study examines the status of contemporary IHRM research over the last decade. With Social Sciences Citation Index citation data from the top IHRM journal, International Journal of Human Resource Management, this study used citation and co-citation analysis to identify the most important publications, scholars, and research themes in the IHRM area, and then mapped the intellectual structure of IHRM studies.

The present study aimed to investigate whether the sub-dimensions of transformational leadership are differently influenced by middle-leaders’ personality traits from the Big Five typology, namely, extraversion, conscientiousness, openness to experience, agreeableness, and neuroticism, and whether the sub-dimensions of transformational leadership influence teachers' professional and organizational commitment differentially.

Data were collected from two sources: 114 middle-leaders and 282 teachers randomly chosen from elementary schools in Israel. Hierarchical regression analyses and structural equation modelling were used to test the research hypotheses.

First, the findings indicated that the teachers perceived their middle-leaders as transformational leaders without distinguishing between the sub-dimensions. Second, transformational leadership was positively correlated to teachers' professional and organizational commitment. Finally, positive relationships were found between the middle-leaders personality traits of agreeableness and openness to experience and teachers’ commitment. The study findings point to two paths to facilitate teachers' professional and organizational commitment, either through the middle-leaders transformational leadership or their personality.

Although recent research has shown that leaders' personal traits are critical components in leading a team effectively and promoting employee behaviors, few studies in the educational context have focused on the differential impact of the Big Five typology on middle-leaders’ tendency toward the sub-dimensions of transformational leadership (TL) and its implications for teachers' commitment. By integrating research from both educational and non-educational literature, the goal of the present study, then, is to address these important yet relatively unstudied issues.